Journal articles: 'Universal Primary Education'

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Sitta, Margaret Simwanza. "Towards universal primary education." UN Chronicle 44, no. 4 (December 31, 2007): 23–24. http://dx.doi.org/10.18356/f8478905-en.

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Amin, Sajeda, and S. Chandrasekhar. "LOOKING BEYOND UNIVERSAL PRIMARY EDUCATION." Asian Population Studies 8, no. 1 (March 2012): 23–38. http://dx.doi.org/10.1080/17441730.2012.646820.

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d’Aiglepierre, Rohen, and Laurent Wagner. "Aid and Universal Primary Education." Economics of Education Review 37 (December 2013): 95–112. http://dx.doi.org/10.1016/j.econedurev.2013.09.001.

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Haque, M. N., S. Nasrin, M. N. Yesmin, and M. H. A. Biswas. "Universal Pre-Primary Education: A Comparative Study." American Journal of Educational Research 1, no. 1 (January 22, 2013): 31–36. http://dx.doi.org/10.12691/education-1-1-7.

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Okware, Fabiano. "UNIVERSAL PRIMARY EDUCATION: PERSPECTIVES FROM UGANDA." JOURNAL OF SOCIAL SCIENCE RESEARCH 4, no. 2 (June 28, 2014): 495–507. http://dx.doi.org/10.24297/jssr.v4i2.3048.

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The study aimed at assessing the implementation, achievements, experiences and challenges of MDG 2 for UPEProgramme in Uganda. Opinions of key stakeholders were sought. The study revealed some significant successes inensuring access to free and compulsory education and in reducing gender disparities at the primary school level. Thegreatest challenge remains that of more girls than boys not completing the primary cycle. The lessons learnt are: politicalcommitment, government support, quality education to motivate learners to stay at school, motivation of teachers for theirhigh commitment and stakeholder involvement.

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Somuncu, Mehmet. "Achieving Universal Primary Education in Mountains." Mountain Research and Development 26, no. 1 (February 2006): 20–23. http://dx.doi.org/10.1659/0276-4741(2006)026[0020:aupeim]2.0.co;2.

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Lee, Kiong Hock. "Universal primary education: An African dilemma." World Development 16, no. 12 (December 1988): 1481–91. http://dx.doi.org/10.1016/0305-750x(88)90221-5.

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SAWAMURA, Nobuhide. "Efforts towards Universal Primary Education in Kenya." Comparative Education 2004, no. 30 (2004): 129–47. http://dx.doi.org/10.5998/jces.2004.129.

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Otyola, Roberts Wandera, Proscovia Nalwadda, Godfrey Wamani Bagamba, John Bukenya, Edward Kamaga, and Susan Bantebya. "Examining the Successes of Universal Primary Education and Universal Secondary Education Policies in Uganda." American Journal of Education and Practice 6, no. 3 (August 19, 2022): 14–25. http://dx.doi.org/10.47672/ajep.1153.

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Purpose: The mission statement of the Ministry of Education and Sports (MoES) in Uganda is to provide for, support, guide and co-ordinate, regulate, and promote quality education and sports to all persons in Uganda for national integration, individual and national development. It is in these lenses that the Ugandan government adopted the UPE and USE programs to educate her children. Methodology: This paper uses document review methodology to assess successes achieved by both the Universal Primary Education and Universal Secondary Education programs adopted by the Uganda government in 1997 and 2006 respectively. Findings: Assessment results show that both programs have had a positive impact on access and equity of previously vulnerable children who could not afford self-educational sponsorship. However, the issue of quality education provision is yet to be achieved. Recommendations: The study therefore recommends further research into examination of the relationship between UPE pupils’ low performance levels in literacy and numeracy and their somewhat good performance at Primary Leaving Examinations. All stakeholders should desist from politicizing educational issues and instead concentrate on formulating evidence-based policies based on developmental needs for joint ownership and implementation of the respective Free Education Policies.

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Eldridge, Graham. "Low‐cost private education: impacts on achieving universal primary education." Compare: A Journal of Comparative and International Education 40, no. 1 (January 2010): 129–30. http://dx.doi.org/10.1080/03057920903425622.

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Lohani, Shiva, Ram Balak Singh, and Jeevan Lohani. "Universal primary education in Nepal: Fulfilling the right to education." PROSPECTS 40, no. 3 (September 2010): 355–74. http://dx.doi.org/10.1007/s11125-010-9162-6.

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Eldridge, Graham. "Maintaining universal primary education: lessons from Commonwealth Africa." Compare: A Journal of Comparative and International Education 41, no. 1 (January 2011): 151–53. http://dx.doi.org/10.1080/03057925.2010.533464.

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Ou, Dongshu. "The universal provision of primary education: who benefits?" Education Economics 24, no. 5 (February 27, 2015): 511–35. http://dx.doi.org/10.1080/09645292.2015.1017447.

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BIRDSALL, NANCY, RUTH LEVINE, and AMINA IBRAHIM. "Towards Universal Primary Education: investments, incentives, and institutions." European Journal of Education 40, no. 3 (September 2005): 337–49. http://dx.doi.org/10.1111/j.1465-3435.2005.00230.x.

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15

Grogan, L. "Universal Primary Education and School Entry in Uganda." Journal of African Economies 18, no. 2 (July 25, 2008): 183–211. http://dx.doi.org/10.1093/jae/ejn015.

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Sunal, Cynthia Szymanski, Osayimwense Osa, Barbara Gaba, and Abdulhamid Saleemi. "Status of Primary Education in Nigeria Following the Initiation Period of Universal Primary Education." Journal of Research in Childhood Education 4, no. 1 (December 1989): 30–39. http://dx.doi.org/10.1080/02568548909594943.

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Abdusamatov, Alisher Sobirovich. "MODELING METHODS AIMED AT THE FORMATION OF UNIVERSAL TRAINING IN THE INITIAL EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 08 (August 31, 2021): 34–38. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-09.

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Modeling in the form of essentially, organizational and targeted methodological innovations of methodical innovations for primary education. Theory and practice required to systematically update primary education, primary education standard education, was studied.

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Kelly, Michael, Heather Freed, Peggy Kubert, and Sarah Greibler. "Depression Education As Primary Prevention." Advances in Social Work 18, no. 4 (January 2, 2019): 1206–17. http://dx.doi.org/10.18060/22305.

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Major depression is a treatable and common mental health disorder for youth. Untreated depression is a major risk factor for youth who become suicidal and die by suicide. Recent focus in the school-based literature on creating universal mental health promotion programs have recognized the need for effective depression awareness education programs to assist youth in identifying symptoms of depression in themselves and their peers, and to encourage those youth to seek trusted adults for help. A quasi-experimental design (QED) was employed in two suburban Chicago high schools (n=652) to evaluate the intervention, Real Teenagers Talking About Adolescent Depression (RTTAAD), a video-based universal classroom discussion intervention created by clinical social workers, parents, and youth. The analysis showed that RTTAAD led to statistically significant changes in adolescent knowledge about depression and their stated willingness to seek help from trusted adults at 6-week follow-up compared to a control classroom condition. This study supports the notion that school social workers and other school mental health professionals need to allocate more time to primary prevention work to help build mental health awareness in their school communities and to help prevent depression and suicidal behavior.

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Ngaka, Willy. "Co-operative Learning in a Universal Primary Education System." International Journal of Learning: Annual Review 12, no. 8 (2007): 171–78. http://dx.doi.org/10.18848/1447-9494/cgp/v13i08/45020.

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Joyce, Olufunke Ogunsanmi, and Olu Ibimiluyi Francis. "From the Universal Primary Education (UPE) to Universal Basic Education (UBE): Implications for counseling in primary and junior secondary schools in Nigeria." International Journal of Psychology and Counselling 6, no. 7 (July 31, 2014): 89–93. http://dx.doi.org/10.5897/ijpc2014.0255.

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Aguti, Jessica N., and William J. Fraser. "The challenges of universal primary education in Uganda through distance education programmes." Africa Education Review 2, no. 1 (January 2005): 91–108. http://dx.doi.org/10.1080/18146620508566293.

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Rahman, Md Obaidur, and Mohammad Tanvirul Islam. "Universal Primary Education for All Towards Millennium Development Goal 2." Journal of Health Management 11, no. 2 (May 2009): 405–18. http://dx.doi.org/10.1177/097206340901100209.

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Bangladesh, in theory and law, advocates equity of access to largely uniform, mass-oriented and universal system of education. This objective remains unfulfilled owing to the lack of commitment of all concerned to reach the goal of Education for All. Although the aggregate performance indicators (e.g. gross enrollment rate) for the primary education sub-sector has been relatively satisfactory in 2000s compared to the situations in 1990s. Beset with numerous problems, the education system is at once discriminatory and inconsistent. The standard of education is on the decline. The absence of effective quality control mechanisms and non-standardisation of the core content of basic learning materials make the education scenario even less satisfactory. More then half of the population in Bangladesh is denied the right to education. In this backdrop, this article critically examines government commitments for universal primary education for all by 2015 and the present situation of primary education sub sector. This article focused on the problem, challenges and policy issues to achieve the second goal of MDGs.

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Patrick, Mbyemeire, Byabashaija Deusdedit, Muhwezi John Bos, and Muganzi Vally Silver. "Decentralization Policy and Performance of Universal Primary Education in Uganda." Scholars Journal of Arts, Humanities and Social Sciences 9, no. 6 (June 30, 2021): 297–302. http://dx.doi.org/10.36347/sjahss.2021.v09i06.013.

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This study assessed the correlation between decentralisation policy implementation and Universal Primary Education (UPE) performance in Uganda. It was guided by the objective of assessing the relationship between political decentralisation and Primary Leaving Examinations (PLE) performance in Katerera County in Rubirizi district, in Uganda. The study adopted a descriptive research design with quantitative and qualitative approaches. A sample of 139 respondents were selected using Slovene’s formula. Data was collected using questionnaire and interview guide and analyzed using frequencies, percentages, Pearson’s correlation and regression analysis for quantitative data and thematic analysis was used for analyzing qualitative data. The study findings established a significant relationship between political decentralisation and PLE performance of UPE schools in Katerera County and a unit increase in political decentralisation affects the PLE performance of UPE schools in Katerera County by 17%. The study concluded that decentralisation policy implementation contributes 61% to the PLE performance of UPE schools in Katerera County; Rubirizi District. From the study findings, the researcher recommended that central government should put much efforts in implementing decentralisation policy since it was found to have a significant relationship with performance of UPE schools, reduce bureaucracies for releasing money for buying scholastic materials, encourage parents to give financial support to their respective schools and increasing funding for local governments especially in the education sector.

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24

Langsten, Ray. "Measuring Progress toward Universal Primary Education: An Examination of Indicators." Comparative Education Review 58, no. 4 (November 2014): 653–77. http://dx.doi.org/10.1086/677306.

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Owino, Jean Okola, and Collins Ogutu Miruka. "Towards universal free primary education in Kenya: challenges and opportunities." International Journal of Education Economics and Development 5, no. 4 (2014): 305. http://dx.doi.org/10.1504/ijeed.2014.067192.

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Dias, Murillo de Oliveira. "Curriculum Reform in Brazilian Primary Education: Creating Global Citizens." British Journal of Education 10, no. 16 (December 15, 2022): 23–40. http://dx.doi.org/10.37745/bje.2013/vol10n162340.

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In a globalized and universal civilization, it is not enough to produce individuals who can count, read, and write. Effective global citizenship requires nurturing respect for others, and acting against racism, discrimination, and intolerance and also, developing skills related to issues inherent to global problems of a socio-political and environmental nature, including understanding and respecting universal values of tolerance, respectability, discipline, perseverance, diligence, as well as respecting the Brazilian cultural institutions and the World Heritage. This article presents a reform proposal for the National Curriculum Base (BNCC), with the insertion of Global Citizenship Education as a mandatory course, an unprecedented initiative. In addition, this article provides scholars with a new perspective on Elementary Education in Brazil, helping students to become constructive global citizens.

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Yawe, Bruno Lule. "Policy Incoherencies and Research Gaps in Uganda’s Primary Education Sub-Sector." International Journal of Social Ecology and Sustainable Development 3, no. 1 (January 2012): 38–52. http://dx.doi.org/10.4018/jsesd.2012010103.

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The elimination of school fees at Uganda’s primary education level was accelerated by the 1996 first direct presidential elections. Since the inception of the universal primary education in 1996 and its actual operationalization in 1997, universal primary education is synonymous with primary education. Because school fees were eliminated before infrastructural improvements in the school system had been carried out, the access shock created by the elimination of fees resulted in a substantial initial decrease in resources available per pupil, and a large increase in the pupil-teacher ratio. The purpose of this study is to identify the policy incoherencies as well as research or knowledge gaps relating to Uganda’s primary education.

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Stasavage, David. "The role of democracy in Uganda's move to universal primary education." Journal of Modern African Studies 43, no. 1 (February 16, 2005): 53–73. http://dx.doi.org/10.1017/s0022278x04000618.

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In recent years several democratically elected African governments have abolished primary school fees following pledges made during presidential election campaigns. Among these cases, Uganda's universal primary education (UPE) programme, launched in 1997, has received particular attention, due to the massive increase in primary school enrolment, as well the sustained increase in public spending on education that it has entailed. This paper asks whether the Ugandan government's policies in this area can be explained by the prior establishment of competitive elections in 1996. It provides several reasons to believe that the move to UPE has indeed been linked to democratic politics, and that this outcome has depended on the salience of education as an issue, as well as on the public's access to information about UPE. As a result, recent Ugandan experience helps show why the establishment of competitive elections might prompt an African government to spend more on primary education. However, it also suggests why in many African countries a democratic transition will have little effect on primary education provision.

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Brundrett, Mark. "Education for all: the challenges of achieving universal early childhood care and primary education." Education 3-13 42, no. 3 (May 4, 2014): 233–36. http://dx.doi.org/10.1080/03004279.2014.912911.

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Bier, Melinda C., Lara Zwarun, and Victoria Fehrmann Warren. "Getting Universal Primary Tobacco Use Prevention Into Priority Area Schools." Health Promotion Practice 12, no. 6_suppl_2 (November 2011): 152S—158S. http://dx.doi.org/10.1177/1524839911414887.

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The impact of any prevention intervention depends on its ability to influence health risks and behavior change and the extent to which the target audience has access to and participates in the program. In this article, the authors make the case that media literacy–based tobacco prevention education can be integrated into the middle school curriculum in a way that delivers on both counts. They describe Missouri’s successful development and dissemination of the Youth Empowerment in Action! Tobacco Education, Advocacy, and Media curriculum to schools serving populations that are most vulnerable to tobacco-related health disparities. They make three recommendations to support health program developers’ efforts to motivate and prepare teachers to implement and sustain universal tobacco prevention education in areas of highest need.

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Muhammad, Kiggundu Musoke, and Nicholas Itaaga. "Equity Implications of the Universal Primary Education Funding Mechanisms in Uganda." Review of Knowledge Economy 2, no. 2 (2015): 80–92. http://dx.doi.org/10.18488/journal.67/2015.2.2/67.2.80.92.

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Корнеева, Ольга, and Olga Korneeva. "Methodical Book Is Teacher’s Assistant." Primary Education 5, no. 4 (September 7, 2017): 51–52. http://dx.doi.org/10.12737/article_59a815f65af154.64664421.

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The article gives a review of the book for the teacher “Universal learning activities as a result of teaching in primary school”, which helps in the development of universal school activities among younger schoolchildren. In accordance with the provisions of the Federal state educational standard of primary general education of the second generation, the formation of universal school activities among younger schoolchildren is considered as the main planned result of education.

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Sunal, Cynthia Szymanski, Dennis W. Sunal, and Osayimense Ose. "Nigerian Primary School Teachers' Perceptions of Schooling during the Second Decade of Universal Primary Education." African Studies Review 37, no. 3 (December 1994): 51. http://dx.doi.org/10.2307/524902.

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Thapa, Rukmini, and Kaustav Kanti Sarkar. "Universal Elementary Education in India: Barriers and Persistent Challenges." Social Change 49, no. 2 (June 2019): 257–75. http://dx.doi.org/10.1177/0049085719844105.

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Secondary data on school participation and completion highlight that dropping out from school before completing eight years of schooling continues to challenge the achievement of universal elementary education in India. Against the backdrop of high dropout rates at the primary and upper primary level, this article discusses the findings of a field survey conducted in 2008–2009 in a peripheral urban settlement in West Bengal. The same households were surveyed after five years in 2013. The purpose was to contextualise barriers to elementary education among poor children living in a socio-economically backward and low-income settlement. It was found that despite physical access to government schools, the dropout rate escalated with children’s age due to livelihood pressure at home and the double burden of household chores and income-generating work. This along with inadequate support from school made it challenging for children to complete elementary education.

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El-Yakub, Shehu Uthman. "PRIMARY SCHOOL TEACHERS’ WELFARE: A PREREQUISITE FOR QUALITATIVE PRIMARY EDUCATION IN NIGERIA." Sokoto Educational Review 16, no. 2 (December 31, 2015): 8. http://dx.doi.org/10.35386/ser.v16i2.140.

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Education is the most important vehicle for progress and overall development of individual in particular and society in general. Yearning for positive development and progress cannot come by without sound primary education background, teacher is the prime mover of education in general without whom, education can hardly be acquired. No education system can rise above the quality of its teachers, this gives important support for teacher on their role in the first place, as educators, implementers of the curriculum content and determinant factors that influence the needed learning outcomes of instruction. Primary school teachers in Nigeria suffer serious neglect in terms of their social welfare especially in the areas of salaries and allowances, in-service training, office accommodation as well as inadequate funding of primary education. The paper also brought the issues on child’s needs for education, universal basic education and suggestions were proffered.

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Kovačević, Aleksandra, and Zoran Pendić. "Towards innovative and sustainable education in primary schools." Tehnika 75, no. 6 (2020): 665–77. http://dx.doi.org/10.5937/tehnika2005665k.

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One of the most important human rights is the right to quality education for all. It is embedded in the foundations of the UNESCO mission and is contained in the Universal Declaration of Human Rights of 1948 and many other international human rights instruments. It is embedded in the foundations of the UNESCO mission and is contained in the United Nations Universal Declaration of Human Rights of December 10, 1948 and many other international human rights instruments. The United Nations has defined priorities for the development of human civilization until 2030 in the form of 17 goals of sustainable development goals. Education is the fourth element of this set of goals, because it is an indisputable fact that only an educated society is capable of solving problems aimed at achieving all goals. Primary education that children receive in primary schools is especially important, because the success of the entire system of formal and non-formal education in one country largely depends on the quality of this education. It is also the beginning of a marathon of lifelong learning. We must not forget that this education largely depends on the quality of preschool education of children and the involvement of their parents in the process of early stages of education. The paper will include our vision of innovative and sustainable education in primary schools, as well as proposals for continuous improvement of the quality of this education in accordance with the requirements of relevant international standards and accepted world, but also our, experience in primary education.

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Woo, Dae Hyung, and Howard Kahm. "“Road to School: Primary School Participation in Korea, 1911–1960”." Journal of American-East Asian Relations 24, no. 2-3 (September 12, 2017): 184–208. http://dx.doi.org/10.1163/18765610-02402013.

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This article situates South Korea’s economic success in the latter part of the 20th Century within the framework of the emergence of universal primary education. In particular, it examines the history of primary school enrollment in Korea from the onset of Japanese colonial rule in 1910 until the emergence of universal primary school education in the early 1960s. A high enrollment rate was unusual for countries that had an annual income similar to South Korea, which was about one hundred u.s. dollars per person in 1960. Although income was a factor in shaping the access of Koreans to primary education, especially in the colonial era, the authors conclude that it was only one and not the most important factor that determined this process. Other important issues that the article assesses are the Japanese colonial legacy, children’s access to schools, Korea’s Confucian legacy, industrialization, and land reform. Of these factors, the authors argue, the colonial legacy had a mixed impact on access to primary schools, while land reform played a significant role in influencing the movement toward universal primary education in the Republic of Korea.

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Demirgüneş, Sercan, and Emrah Özcan. "Values Education in Turkish Textbooks in Primary Education." European Journal of Educational Sciences 9, no. 3 (September 30, 2022): 1–11. http://dx.doi.org/10.19044/ejes.v9no3a1.

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Texts are indispensable tools used in a language teaching environment. They help students learn both implicitly and explicitly. This learning activity guides the future of the student. The individualization processes of memories that are combined together with qualified texts would be shorter and more qualified. There are many affective approaches and cognitive approaches in curriculum because raising individuals with adopted basic human values is a universal phenomenon that takes place in all the education programs. In today’s teaching processes, along with data mining, opinion mining is also included in educational processes. Equipping the input in students’ memories with positive poles (the literature used polar), in terms of value load, will directly lead to the observation of the positive affective behaviours in students. The learning outcomes under the title of education values in native language programs are basically a product of value load mining. This paper focuses on classifying the value loads of the words in the reading texts in the primary education of 7th and 8th grade Turkish textbooks as positive/neutral/negative. The study also attempts to determine the positive/neutral/negative value loads that the textbooks try to convey to the students. This study is a qualitative study and is structured with a document review method. Rapid Miner and MS Excel programs were used to acquire data, which was described in the context of value load that is transferred. With the results obtained, it can be concluded that, at the word level, the textbooks try to convey positive and negative values that are approximately the same ratio without using a certain systematic approach that would consider adjusting the text content for the grade levels.

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Kakuru, Doris M. "HIV/AIDS, Children's Rights and Gender Equality in Uganda's Universal Primary Education." International Journal of Learning: Annual Review 14, no. 2 (2007): 137–48. http://dx.doi.org/10.18848/1447-9494/cgp/v14i02/45193.

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., Chrine, C. Hapompwe, Oscar Correia, and Bupe Getrude-Mwanza. "Is Universal Free Primary Education Policy Sustainable? An Investigation in Lusaka, Zambia." International Journal of Scientific and Research Publications (IJSRP) 10, no. 05 (May 18, 2020): 665–74. http://dx.doi.org/10.29322/ijsrp.10.05.2020.p10177.

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STOCK, ROBERT. "THE RISE AND FALL OF UNIVERSAL PRIMARY EDUCATION IN PERIPHERAL NORTHERN NIGERIA." Tijdschrift voor Economische en Sociale Geografie 76, no. 4 (September 1985): 274–87. http://dx.doi.org/10.1111/j.1467-9663.1985.tb01035.x.

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Obidi, S. S. "Northern Nigeria and the Issue of Free Universal Primary Education, 1952-58." Journal of Negro Education 57, no. 1 (1988): 94. http://dx.doi.org/10.2307/2295279.

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Хиленко and T. Khilenko. "Forming of Information Evaluating Skill by Primary Schoolchildren." Primary Education 4, no. 1 (February 17, 2016): 11–16. http://dx.doi.org/10.12737/18218.

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The article considers the ways of dedicated forming by younger schoolboys the universal educational actions in the case of information assessment as an essential condition for achieving the expected results of the initial general education. The process of formation of universal educational actions that belong to the group of regulatory, is carried out at the lessons in all subjects. The author gives the technique and assignments examples contributing the development of evaluation activities, analysis, data interpretation by children.

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Flood, Margaret, and Joanne Banks. "Universal Design for Learning: Is It Gaining Momentum in Irish Education?" Education Sciences 11, no. 7 (July 12, 2021): 341. http://dx.doi.org/10.3390/educsci11070341.

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Responding to student diversity has become a key policy priority in education systems around the world. In addition to international and national institutional policies, major changes are underway in instructional practices and pedagogy in many national contexts. Universal Design for Learning (UDL) has become a key pedagogical approach used in education systems which seek to promote inclusive and equitable education in response to student diversity. Despite Ireland’s policy commitment to inclusive education, UDL has been traditionally focused on the higher education sector with little discussion about the role UDL can play at primary and second-level education to achieve inclusion. Furthermore, there has been no research to date on the extent to which education policy reforms are introducing part, or all, of the aspects of the UDL framework. The purpose of this paper is to examine the extent to which UDL is gaining momentum in Irish primary and second-level education through an analysis of curriculum policy. This paper examines the development and evolution of UDL in Irish education policy over the past decade by exploring the use of UDL in national educational curriculum frameworks. The paper highlights how UDL is slowly and implicitly emerging in education policy at a national level but suggests further momentum could be gained from its inclusion in Initial Teacher Education (ITE) and professional development programmes. By exploring the development of UDL within existing policy contexts, the paper argues for a more explicit commitment to UDL as part of ongoing curriculum reform at the primary level, the review of Senior Cycle, and Ireland’s broader inclusive education agenda.

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Meda, L., R. Sookrajh, and B. Maharaj. "Refugee children in South Africa: Access and challenges to achieving universal primary education." Africa Education Review 9, sup1 (December 2012): S152—S168. http://dx.doi.org/10.1080/18146627.2012.755287.

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Romaeva, N., and N. Astrecova. "Cognitive Universal Educational Actions of Primary Schoolchildren: Characteristics, Methods and Techniques of Formation." Primary Education 9, no. 6 (December 28, 2021): 28–33. http://dx.doi.org/10.12737/1998-0728-2021-9-6-28-33.

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The article discusses the actual problem of the formation of cognitive universal educational actions in younger schoolchildren in the context of the implementation of the changing requirements of the Federal State Educational Standard of Primary General Education. The approaches to the definition of concepts, groups and main characteristics of cognitive universal educational actions that students must master at the first stage of school education are analyzed. The effective methods and techniques for the formation of this type of educational actions in younger schoolchildren are presented.

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Garaigordobil, Maite, Elena Bernaras, and Joana Jaureguizar. "Evaluación de un programa universal de prevención de la depresión en niños y niñas de educación primaria." Revista de Psicología y Educación - Journal of Psychology and Education 14, no. 2 (2019): 87. http://dx.doi.org/10.23923/rpye2019.01.174.

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Astrecova, N., V. Zhuravleva, and L. Strel'nikova. "Cognitive Universal Learning Activities in the Structure of Metasubject Results." Standards and Monitoring in Education 9, no. 2 (April 26, 2021): 35–39. http://dx.doi.org/10.12737/1998-1740-2021-9-2-35-39.

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The article deals with the peculiarities of the formation of cognitive universal learning actions in younger schoolchildren. The article describes four types of universal educational actions of primary school children: personal, regulatory, cognitive, communicative, which are an integral system in which the manifestation and development of each individual type of educational action is determined by its relationship with other types and the general logic of age-related development. Detailed characteristics of each of the cognitive universal educational activities of primary school children defined by the standard and the approximate program of primary general education will allow the primary school teacher to more consciously.

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Gersten, Russell, Ben Clarke, Nancy C. Jordan, Rebecca Newman-Gonchar, Kelly Haymond, and Chuck Wilkins. "Universal Screening in Mathematics for the Primary Grades: Beginnings of a Research Base." Exceptional Children 78, no. 4 (July 2012): 423–45. http://dx.doi.org/10.1177/001440291207800403.

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Zaitsev, S. V., and I. G. Moiseva. "Integrative Approach to the Formation of Regulatory Universal Curricular Activities in Primary School Children with Learning Difficulties." Psychological-Educational Studies 6, no. 4 (2014): 232–43. http://dx.doi.org/10.17759/psyedu.2014060420.

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The introduction of a new state standard of primary education revealed the contradiction between the need to develop regulative universal educational actions in primary school children and the lack of specially developed psycho-pedagogical methods. We proposed a possible method: integrative approach to form regulatory universal educational actions characterized by integrity and informativity. It allows to provide the conditions for successful formation of regulatory universal educational actions in primary school children with learning difficulties. During the study, we obtained experimental data that confirm the efficiency in teaching the proposed integrative approach.

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Journal articles on the topic 'Universal Primary Education'

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